Upper Primary Students’ Perceptions Towards the Use of Elsa Speak in Improving English Pronunciation

Abstract

English pronunciation is a significant barrier for many Malaysian primary students, hindering their oral participation and causing persistent low confidence and speaking anxiety. AI-powered tools, such as ELSA Speak, offer personalised, real-time feedback that could address these limitations; however, relevant research among young Malaysian learners is scarce. This mixed-methods study investigated the effectiveness of ELSA Speak among 62 upper primary students (Year 5 and Year 6) in an SJKC school over four weeks. A questionnaire measured students’ perceptions, confidence, motivation and speaking anxiety, while interviews with eight pupils provided deeper insights. Quantitative analysis indicated generally positive perceptions and significant improvements in students' reported pronunciation clarity, higher motivation, increased confidence and reduced anxiety. Qualitative findings supported these outcomes, revealing that gamified features, colour-coded feedback and private practice encouraged greater engagement and readiness to speak. Challenges identified included speech-recognition inaccuracies, occasional technical issues and difficulty understanding linguistic terminology. Overall, ELSA Speak demonstrates strong potential as a supplementary pronunciation tool, though improvements in accuracy and child-friendly feedback are needed.